The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1887-02-02
educational.
kindergarten Principles and Methods
by MRS. ANNA u. OGDEN, ST. CLOUD, MINI.

iC lOllOWlll2 dlN ilOii
real life and the application of prin-
ciples has been actually tested with
success. The most perfect theory is
useless, unless it be applied to the life
about us. And as in physical science
all truth is based upon experiment and
observation, so should we base educa
tional science upon facts discovered
and principles proven in lives made
better by their application. | need
only refer, for purposes of Illustration,
to the following general principles,
viz: "The child has three-fold ma
ture." Self-activity is the foundation
of education" "Clear impressions
prepare the way for clear thinking,
willing, loving" That these lead from
the concrete toward the abstract.
Things precede words" That the
child should represent his own ideas by
blocks, sticks, rings, tablets, clay, ETC.,
before he attempts to understand
another's thought in reading. That in
play, through the charm of rythmic
sound and motion, he should form hab-
its of voluntary order, attention and
obedience. That above and beyond
all these selfshness should be elimin-
ated by the indwelling principle of love
pervading the atmosphere of home and
school. Why are not these well-known
principles universally applied? May it
not be because teachers are so far in
advance of the average parent that
their efforts are not seconded in the
home? How can this be helped? We
have the normal school for teachers,
the special training class for kinder
gartners, but where are young parents
to fit themselves for the greatest re-
sponsibility of life? Only when young
women and men make a careful study
of childhood and parental duties before
assuming them can we hope for the
permanent success of Undergraduates.
This study should be supplemented by
close observation of the living book
the baby. 1t is not enough to observe
and practice in the model Kindergarten,
any more than to cOnline botanical
study to blooming plants. The child
should be observed, not handled, from
a very early period, before the divine
thought of which he is the expression
has been robbed of its beauty by irrev-
erent handling. Men of science give
years of patient study to the natural
world and to all the phases of human
life except infancy. Statistics on iu-
sanity give the clue to its probable
causes-ill-temper and want of self
control predominating over others; but
where are the statistics and informa-
ton to guide the young mother in that
early period when Gf ever) habits of
industry and self-control are formed,
which would in a great degree prevent
insanity and crime? Darwin did take
some notes on the mental development
of his child. But he seems to have
been led to it through the study of
lower animals. And you may count on
the fingers of one hand the men in
America who dare devote themselves
to this subject. 1t is needed that men
as well as women take a personal and
scientific interest in the real, living
child. The child is often so handled
at home that he enters the kindergarten
heavily weighted with habits of selfish
ness, Incidence and wilfulness.
Those protesting to be kindergartners
are often ill-prepared, not conscientious
or naturally unfit for the position they
assume. Parents should be able to Judge
intelligently of these things. Yet they
are often so ignorant and unwse that
it seems almost necessary for the kinder
gartner to violate her own sense of
right to suit their whims. One should
bring to every kindergarten test ques-
tions such as these: Is the atmosphere
pure and natural? Does each child's
nature unfold BEAUTIFULLY, lovingly,
spontaneously? Is there wise care that
the occupations do not overstrain the
eyes or nerves? Is there no hurry or
confusion? The true test of both home
and kindergarten is not what the child
does, but what he is. The following
facts illustrate what may be done in
the kindergarten home: a baby is
usually ready for his first ball at two
months. 1t should be suspended by a
fine, dark silk thread (hence invisible
to iD at just the right focus. Lessons
in grasping should be given by giving
it piece of cashmere of the same color
as the ball. AT eight months it will
grasp and know by name four balls. A
baby whose first word was ba' applied
it to form, color, motion; thus any
round picture, as an oval green postage
stamp or black picture of globe, was
ba'; the same word was applied to any
thing blue, as ribbon, cloth or paper
to the motion of tossing as applied 10
her brothers. cap. Rhythm of sound
and motion, with intelligent guidance,
develops both will-power and implicit
obedience founded on love and faith
The second gift should be given, instead
of the hammer and looking glass, at
the pounding period" The third
gift is equally suited for the " destruc-
tive period" And a child thus de-
veloped enters the kindergarten at two
and a half years better prepared than
children usually are at four. There is
no such thing as an Indifferent mother
or kindergarten. We do good con-
sciously or evil unconsciously. In the
words of another, 81 am, | ought, /
can, | will are the only firm foundation
stones on which we can base our at
tempt to climb into higher sphere of
existence" TO these | would add, not
only should we rest upon them our
selves, we should help the little feet
beside us. The most important time
in the child's life is when he plants
himself firmly on the " | am" He can
hardly step alone from " | am " to 60
ought" He needs the help of motherly
sympathy and attractive objects to Sc
cure him temporary footing on the
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